CPFS结构理论视域下的大单元教学策略研究

Research on the Large Unit Teaching Strategy in the CPFS Structural Theory Domain

摘要: CPFS结构理论是描述数学认知结构的理论，CPFS结构由概念域、概念系、命题域和命题系组成。大单元教学是指选定一个项目或主题，组织协调相关的知识内容去进行教学的教学模式。CPFS结构理论能明确地描述学生的数学知识结构，协调大单元各部分内容有机的整合。大单元教学能站在整体的角度上培养学生的CPFS结构，达到一般教学所达不到的效果。本文主要研究CPFS结构理论指导下的大单元教学策略，将CPFS结构理论与大单元教学相融合。以CPFS结构理论去指导大单元教学的开展，能够提高教师的教学效果和学生的学习效率，帮助学生建立良好的数学认知结构，从而让大单元教学取得更好的效果。

Abstract: The CPFS Structural Theory is a theory of describing the cognitive structure of mathematics, which consists of the field of concepts, the system of concepts, the field of propositions and the system of propositions. Large unit teaching refers to a teaching mode that selects a project or topic, organizes and coordinates related knowledge content to teach. The CPFS Structural Theory can clearly describe the knowledge structure of students in mathematics, and coordinate the organic integration of the contents of the large units. Large unit teaching can cultivate students’ CPFS structure from a holistic perspective and achieve effects that general teaching cannot reach. This paper mainly studies the large-unit teaching strategy guided by CPFS structure theory, and integrates CPFS structure theory with large-unit teaching. Guiding the implementation of large-unit teaching with CPFS structure theory can improve the teaching effect of teachers and the learning efficiency of students, help students establish a good mathematical cognition structure, and thus make large-unit teaching achieve better results.